Conteúdo indexado
A COMPARISON OF PERFORMANCE FEEDBACK PROCEDURES ON TEACHERS' TREATMENT IMPLEMENTATION INTEGRITY AND STUDENTS’ INAPPROPRIATE BEHAVIOR IN SPECIAL EDUCATION CLASSROOMS
2007 · Journal of Applied Behavior Analysis; v. 40; n. 3; p. 447-461; Fonte: Wiley
Dados principais
- Ano de publicação
- 2007
- Dados editoriais
- Journal of Applied Behavior Analysis; v. 40; n. 3; p. 447-461; Fonte: Wiley
- Palavras-chave
- JABA; análise do comportamento
Autores
- Florence D. DiGennaro
- Brian K. Martens
- Ava E. Kleinmann
Resumo
This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function‐based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher—student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed.